scholarly journals Determinants of Student Persistence in Completing BS Agriculture Degrees in the University of the Philippines

2018 ◽  
Vol 25 (2) ◽  
pp. 102-114
Author(s):  
Ruth A. Ortega-Dela Cruz ◽  
Maria Ana T. Quimbo
Keyword(s):  
The Philippines ◽  
First Year ◽  
Academic Excellence ◽  
Related Factor ◽  
Efficient Manner ◽  
Agriculture Students ◽  
Significant Difference ◽  
National University ◽  
Faculty And Administrators ◽  
The University

The study used descriptive research design to identify factors that explain persistence of BS Agriculture (BSA) students in the University of the Philippines Los Baños during their first year of college as they moved on to the next year level towards degree completion. In addition to selfadministered questionnaire, Key Informant interviews were also conducted. Findings reveal that institution-related factor particularly the institution’s commitment to academic excellence constitutes most to the experiences of agriculture students. Analysis of Variance reveals a significant difference in the persistence of BS Agriculture students across year levels. The results of the study point out that, as per responses of the students as well as the faculty and administrators interviewed, the University has not gone far enough to ensure that BSA students are supported in an efficient manner. The University of the Philippines, being the National University has much opportunity to make positive changes in persistence of these special populations of agriculture students. Thus, it needs to take steps toward making more of a commitment to student success.

Personality traits, teamwork competencies and academic performance among first-year engineering students

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kuok Ho Daniel Tang
Keyword(s):  
Academic Performance ◽  
Personality Traits ◽  
Engineering Students ◽  
First Year ◽  
Academic Excellence ◽  
Content Type ◽  
First Semester ◽  
Significant Difference ◽  
The Individual ◽  
The University

PurposeIt is commonly believed that personality traits determine a person's ability to work in a team and academic performance. However, studies have shown inconsistent results with some personality traits better than the other in predicting students' performance in different academic majors. The purpose of this study is to examine the interrelation between personality traits, teamwork competencies and academic performance among first-year first semester engineering students in an Australian university located in the Sarawak state of Malaysia.Design/methodology/approachThe Individual and Team Performance (ITP) metrics were administered among 189 students to gauge their personality traits as well as self-rated and peer-rated teamwork competencies. The correlations between personality traits and teamwork competencies as well as correlations of both the variables to academic performance were subsequently analyzed.FindingsThis study shows no significant difference between the self-rated and peer-rated teamwork competencies. Adventurous trait appears to negatively correlate with teamwork competencies. This study also reveals teamwork competencies as better predictors of academic performance than personality traits. Commitment and focus show relatively larger effect on academic performance. It can be concluded that commitment is the most significant factor to excel in first-year engineering in the university. Therefore, interventions that promote commitment is crucial to academic performance of the first-year first semester engineering students.Practical implicationsThis study promulgates the development of team competencies which are more crucial to academic excellence than personalities. It is useful for the design of team learning activities which lead to the development of teamwork competencies while improving academic performance. It shows that team activities which reinforce commitment especially and focus secondarily, will have significant positive effect on academic performance of the first-year engineering students generally.Originality/valueWhile most studies in this area examine the correlation between personality traits and academic performance, this study is among the very few that looks into the aspect of teamwork competencies. This study also finds its value in its regional significance as such correlational studies are not prevalent in Malaysia.

Economy

2019 ◽  
Author(s):  
Steven Rood
Keyword(s):  
The Philippines ◽  
Turn Of The Millennium ◽  
Major Development ◽  
Development Policies ◽  
National University ◽  
The University

At the turn of the millennium, a team of economists from the Australian National University and the University of the Philippines published The Philippine Economy: Development, Policies, and Challenges, in which they declared, “The Philippines is one of the world’s major development...

scholarly journals A Comparison of the Effectiveness of Presentation Formats for Instruction: Teaching First-Year Students

2000 ◽  
Vol 61 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Carol Anne Germain ◽  
Trudi E. Jacobson ◽  
Sue A. Kaczor
Keyword(s):  
First Year Experience ◽  
First Year ◽  
Education Programs ◽  
Class Session ◽  
First Year Students ◽  
Web Based ◽  
Significant Difference ◽  
New Students ◽  
Presentation Formats ◽  
The University

First-year experience (FYE) programs offer librarians opportunities to teach new students in a comprehensive fashion. However, large FYE programs can place demands on user education programs that are difficult to meet. Instruction librarians at the University at Albany sought to address this dilemma by developing a Web-based instructional module for one class session. The module was used by a segment of students in the Project Renaissance FYE program, whereas another segment received instruction by a librarian. The effectiveness of the two instructional methods was compared using pre- and post-tests, and was found to be equal. Analysis of the test scores also showed that instruction, regardless of format, makes a significant difference (p < .05) in the number of correct test answers.

scholarly journals Reviewer Acknowledgements

2018 ◽  
Vol 6 (11) ◽  
pp. 271
Author(s):  
Robert Smith
Keyword(s):  
Hong Kong ◽  
Education And Training ◽  
The Philippines ◽  
Economic Research ◽  
State University ◽  
University Of Pittsburgh ◽  
National University ◽  
The University ◽  
And Training

Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 11Adalberto Felipe Martinez, Federal University of São Carlos, BrazilAngel H. Y. Lai, Hong Kong Baptist University, Hong KongBenmarrakchi Fatimaezzahra, Chouaib Doukkali University, MoroccoBrenda L. Shook, National University, USACagla Atmaca, Pamukkale University, TurkeyChosang Tendhar, Long Island University (LIU), USACynthia M. Compton, Wingate University, USAEnisa Mede,Bahcesehir University,TurkeyErica D. Shifflet-Chila, Michigan State University, USAFroilan D. Mobo, Philippine Merchant Marine Academy, PhilippineHelena Reis, Polytechnic Institute of Leiria, PortugalHyesoo Yoo, Virginia Tech., USAIntakhab Khan, King Abdulaziz University, Saudi ArabiaJohn Bosco Azigwe, Bolgatanga Polytechnic, GhanaJohn Cowan, Edinburgh Napier University, UKJon S. Turner, Missouri State University, USAJonathan Chitiyo, University of Pittsburgh Bradford, USALorna T. Enerva, Polytechnic University of the Philippines, PhilippinesMan-fung Lo, The Hong Kong Polytechnic University, Hong KongMarcie Zaharee, The MITRE Corporation, USAMaurizio Sajeva, Pellervo Economic Research PTT, FinlandMehmet Inan, Marmara University, TurkeyMin Gui, Wuhan University, ChinaNicole Celestine, The University of Western Australia, AustraliaSadia Batool, Preston University Islamabad, PakistanSamad Mirza Suzani, Islamic Azad University, IranSandro Sehic, Oneida BOCES, USASelloane Pitikoe, University of Kwazulu-Natal, South AfricaSenem Seda Şahenk Erkan, Marmara University, TurkeyShu-wen Lin, Sojo University, JapanStamatis Papadakis, University of Crete, GreeceThomas K. F. Chiu, The University of Hong Kong, Hong KongRobert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://jets.redfame.com

scholarly journals An Investigation of Selection Criteria for Admission to an Ontario University

1975 ◽  
Vol 5 (3) ◽  
pp. 1-16
Author(s):  
Gordon Pollock ◽  
Richard J. Bowman ◽  
Paul Gendreau ◽  
Lorna Gendreau
Keyword(s):  
Traditional Method ◽  
First Year ◽  
Admission Criteria ◽  
Grade Point ◽  
University Admission ◽  
Significant Difference ◽  
Admission Interview ◽  
Teacher Recommendations ◽  
One Year ◽  
The University

The study investigated the effectiveness of five methods of university admission criteria in relation to academic results achieved after one year of university study. The admission criteria used were open admission, interview, teacher recommendations, Grade 13 academic achievement and SACU test scores. In addition these procedures were compared with a traditional method of admission at the university where the study was carried out. The characteristics of the admission groups were not significantly related to geographical distribution, sex distribution, government financial assistance, and attitude and personality questionnaire data. These characteristics were no different for these groups than the traditional method of selection and there was no significant difference between groups as to final first year grade point average or academic penalty i.e., probations and rustications. The open admissions group compared favourably on these latter variables with other admissions groups and particularly with the university's traditional method of admission.

scholarly journals An Economic Analysis of a University Educational Cafeteria Composting Program—Bobcat Blend

2011 ◽  
Vol 21 (5) ◽  
pp. 639-646 ◽  
Author(s):  
Jason Sanders ◽  
Tina Marie Waliczek ◽  
Jean-Marc Gandonou
Keyword(s):  
Organic Waste ◽  
First Year ◽  
State University ◽  
Pilot Site ◽  
Significant Difference ◽  
Hands On ◽  
Post Test ◽  
Set Up ◽  
The University ◽  
Collection Sites

At Texas State University, a cafeteria-composting pilot program was established in which students source-separated their organic waste at one of the food courts while the program educated students on the value of organic waste and compost. Waste sorting bins were set up in a dining hall to direct students to sort trash into recyclables, compostables, and trash. Waste audit results demonstrated the value of the operation to the university in terms of savings in waste hauling expenditures, as well as showed the percent contamination, and percent waste diverted to the university's recycling and composting program. There was a significant difference between pre and post-test waste audits. The pilot site composting program resulted in a net loss of $3741.35 to the university during the first year, but was expected to produce a positive net return of $2585.11 in subsequent years. The pilot test showed the program was most successful when ongoing education at the dining hall occurred. Additionally, the student-run composting program resulted in hands-on training for students in producing a valuable horticultural commodity in an emerging waste management field. Results also indicated opportunities for further diversion such as the incorporation of compostable cups and utensils, as well as through expanding the operation to include more collection locations. With more collection sites and, therefore, more efficiency, the expanded composting program has the potential to become a self-supporting operation.

scholarly journals Passing a Technical Skills Examination in the First Year of Surgical Residency Can Predict Future Performance

2017 ◽  
Vol 9 (3) ◽  
pp. 324-329 ◽  
Author(s):  
Sandra de Montbrun ◽  
Marisa Louridas ◽  
Teodor Grantcharov
Keyword(s):  
Training Evaluation ◽  
Technical Skills ◽  
First Year ◽  
Surgical Resident ◽  
Training Performance ◽  
University Of Toronto ◽  
Future Performance ◽  
Significant Difference ◽  
Passing Scores ◽  
The University

ABSTRACT Background The ability of an assessment to predict performance would be of major benefit to residency programs, allowing for early identification of residents at risk. Objective We sought to establish whether passing the Objective Structured Assessment of Technical Skills (OSATS) examination in postgraduate year 1 (PGY-1) predicts future performance. Methods Between 2002 and 2012, 133 PGY-1 surgery residents at the University of Toronto (Toronto, Ontario, Canada) completed an 8-station, simulated OSATS examination as a component of training. With recently set passing scores, residents were assigned a pass/fail status using 3 standards setting methods (contrasting groups, borderline group, and borderline regression). Future in-training performance was compared between residents who had passed and those who failed the OSATS, using in-training evaluation reports from resident files. A Mann-Whitney U test compared performance among groups at PGY-2 and PGY-4 levels. Results Residents who passed the OSATS examination outperformed those who failed, when compared during PGY-2 across all 3 standard setting methodologies (P &lt; .05). During PGY-4, only the contrasting groups method showed a significant difference (P &lt; .05). Conclusions We found that PGY-1 surgical resident pass/fail status on a technical skills examination was associated with future performance on in-training evaluation reports in later years. This provides validity evidence for the current PGY-1 pass/fail score, and suggests that this technical skills examination may be used to predict performance and to identify residents who require remediation.

Gender and Achievement in Mathematics by Indigenous African Students Majoring in Mathematics

1996 ◽  
Vol 78 (1) ◽  
pp. 27-34 ◽  
Author(s):  
Varghese I. Cherian ◽  
James Siweya
Keyword(s):  
Mathematics Achievement ◽  
Female Students ◽  
First Year ◽  
Achievement Scores ◽  
Criterion Measure ◽  
African Students ◽  
The North ◽  
Significant Difference ◽  
The Mean ◽  
The University

This study investigated gender differences in mathematics achievement of first-year B.Sc. Degree (mathematics major) students at the University of the North in South Africa. They were 214 male and female students. The ages of students ranged from 17 to 66 for 178 men ( M = 22.3) and 17 to 35 years for 36 women ( M = 21.5). With their marks in mathematics as the criterion measure, no significant difference in the mean achievement scores of the two groups was noted; however, a qualitative examination of the category-wise achievement scores of the two groups suggests further study of the bases for some women's achievement to be higher than the men's.

scholarly journals High School to University in Ontario: Did an Extra Year Make a Difference?

2005 ◽  
Vol 35 (2) ◽  
pp. 99-119
Author(s):  
Patrick Brady ◽  
Philip Allingham
Keyword(s):  
Secondary School ◽  
Teacher Education Program ◽  
First Year ◽  
Post Secondary Education ◽  
Credit System ◽  
Academic Credit ◽  
Post Secondary ◽  
Significant Difference ◽  
University Level ◽  
The University

This study examined perceptions of preparedness for post-secondary education in the province of Ontario. Participants were 272 university students enrolled in the first year of a four-or five-year concurrent teacher education program and represented two distinctive groups: (a) entrants who had completed the old five-year Ontario Academic Credit system, and (b) those who were admitted to university via the new four-year program. They responded to a questionnaire which inquired into the degree to which they believed that their final year of secondary school had adequately prepared them for the transition to university level studies. Although data analysis did not reveal any significant difference between the two groups in terms of academic achievement, Grade 12s reported feeling less prepared overall for the challenges of university, especially in terms of the acquisition of specific academic skills, as well as adjustment to the university social milieu.

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